cohesion: A developmentalapproach to teaching story composition. Narrative Inquiry, 15, 241-266. Mäesaar, K. (2010). Narratiivi loome oskused 5-6 aastastel lastel. Teadusmagistritöö. Tartu ülikool. Norbury, C. F., Bishop, D. V. M. (2003). Narrative Skills of Children with Communication Impairments. International Journal of Language & Communication Disorder, 38, 287-313. Swanson, L. A., Fey, M. E., Mills, C. E., & Hood, L. S. (2005). Use of narrative-based language in- tervention with children who have specific language impairment. American Journal of Speech-Lan- guage Pathology, 14. Teiter, T., Padrik, M. (2011). 5-6-aastaste laste vahendatud ja vahendamata jutustuste mikrostruktuur. Eripedagoogika. Logopeedia ja emakeel, 15-21. Traumann, J. (2009). Tekstiloome õpetamine viie- ja kuueaastastele eakohase kõnearenguga lastele Pärasmaa lasteaia näitel. Magistritöö. Tartu Ülikool. Eripedagoogika osakond. Udras, K (2009)
members pushed to win new converts only after their doomsday predictions proved false. Why? 3. Which two factors maximize the influence of social proof on an individual? What was it about the Jonestown, Guyana, situation that allowed these two factors to operate forcefully? 4. What is pluralistic ignorance? How does it influence bystander intervention in emer- gencies? 5. Which naturally occurring conditions of city life reduce the chance of bystander in- tervention in an emergency? 6. What is the Werther effect? How does it explain the puzzling relationship between highly publicized suicide stories and startling increases in the number of airplane and automobile fatalities following publication of the stories? _ Chapter 4 SOCIAL PROOF Critical Thinking 1. If you had to deliver a lecture to heart patients concerning the best way to secure help
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